USE OF ASSISTIVE TECHNOLOGY IN SUPPORTING LEARNING OUTCOMES OF STUDENTS WITH DISABILITIES: A SYSTEMATIC REVIEW

Abstract

The overarching objective of this literature survey is to investigate the potential of assistive technology (AT) to function as a tool in securing the learning objectives of students with special needs across various educational settings. Following the application of inclusion criteria and quality assessment tools, eleven peer-reviewed articles published from 2016 to 2025 were chosen and subsequently examined. The results reveal that AT is a major factor in raising accessibility, engagement, and academic performance of students with physical, sensory, and learning disabilities. The main devices were speech synthesis software, electronic communication aids, and e-learning platforms. There were very few benefits due to difficulties such as lack of teacher training, insufficient institutional support, and financial constraints, especially in low-resource areas. The review points to the necessity of having policies that embrace all, teacher training, and a well-developed plan that will not only take care of the present but also secure the future to be able to unlock the full educational potential of AT. The great majority of the research findings agree that assistive technology is a major factor in inclusive education and better learning outcomes if it is properly integrated into pedagogical practices.